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Stay@School Thematic Area 2: Communication

Stay@School Thematic Area 2: Communication. Introduction Basic information about communication (I-messages, non verbal communication) Rules for conducting a conversation with pupils and parents Process of a conversation Achievement of realistic aims

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Stay@School Thematic Area 2: Communication

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  1. Stay@SchoolThematic Area 2: Communication Introduction • Basic information about communication (I-messages, non verbal communication) • Rules for conducting a conversation with pupils and parents • Process of a conversation • Achievement of realistic aims • Documentation and evaluation of the meeting

  2. Sections • Prevention: ways to avoid early school leaving • Early intervention • Preparing for conversations with pupils and parents • Carrying out conversations • After the conversation

  3. Prevention • Attention and interest of the class teacher for pupils’ problems and absences • Promotion of a positive learning class climate • An open, encouraging and friendly attitude of teacher towards students • Lessons that meet pupils’ needs • Social integration of pupils by promoting group dynamics

  4. Early intervention • A written or computerised attendance system • Good lines of communication between school and parents • Contacts between class teacher, single subjects teacher, headmaster, school social workers and school psychologist.

  5. Preparing for conversationswith pupils and parents Models to avoid misunderstandigs that could disturb communication: Sender-Receiver Model by Schulz von Thun (2004) Transactional Analysis from Berne (1961)

  6. Communication tools You can exercise communication trying to put the following theories into practice: • active listening • I-messages • giving and receiving feedback • non verbal communication • questioning techniques • meta communication

  7. Carrying out conversationswih pupils and parents There are six phases of a cooperative conversation: • preparation • starting a conversation • deepening the conversation/understanding the problem • looking for solutions • creation of an action plan • finishing the conversation

  8. Conflict management • Behaviour Patterns by Lippmann (2004) • Colleague Supervision by Mutzeck (2005) • Responsible Thinking Process by Edward Ford(2004)

  9. Reaching an agreement At the end of a conversation it is important to write down: • aims • strategies • consequences of achievement or failure

  10. Example The following example for goal setting focuses on the student. He/she can fill in this sheet on his own or together with a teacher. The aim is to prepare for a conversation about an education agreement with a teacher and possibly with parents. • Student ________________________________________________ • Time span for the agreement _______________________________

  11. Example • Which goals do I want to reach within the agreed upon time span? Goal 1: ______________________________________________ Goal 2: ______________________________________________ • What can I do to reach the goals? Regarding goal 1: _____________________________________ Regarding goal 2: _____________________________________ • What can / should others do so that I can reach the goals? Regarding goal 1: _____________________________________ Regarding goal 2: _____________________________________

  12. After the conversation • Decide whether the goals have been achieved or if they need a renegotiation • Don’t hesitate to seek professional assistance

  13. Preparing for and organizing ofcomeback to school It’s highly important to prepare classmates on how to deal with a truant pupil who comes back to school because a positive experience on the first day at school might counterbalance the pupil’s previous negative experiences.

  14. Teacher behaviour Thimm (1998) comments as follows: “ A first step to foster the attendance of a pupil in class is to take his statements seriously and to convey the acceptance of himself as a person. Therefore interrogations, cynical remarks or other types of exposure must be avoided. … It has to be communicated to the pupil how important he is for the class and the importance of what he has missed “

  15. Early support in networking • Teachers cannot solve all the problems of difficult pupils, but should know who they can turn to. • Literature indicates that the cooperation with social workers within and beyond school is important in overcoming truancy. • Network can enable a fast dialogue in fighting early school leaving. Thanks for your attention! Paola Fiammelli

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